Abstract:

Educators are central to community recovery during crises, yet their own mental health and resilience remain critically under-addressed. When disasters strike whether natural, social, or institutional there is disruption in educational systems, and teachers face the dual burden of personal recovery and professional responsibility. This oral presentation examines emerging research on the psychological impact of crisis conditions on educators and introduces a framework for supporting teacher well-being as an essential component of disaster preparedness and response.

Drawing on studies conducted in disaster-affected regions and post-pandemic educational recovery initiatives, the presentation identifies common patterns of emotional exhaustion, compassion fatigue, and professional disconnection. It also highlights evidence-based practices that strengthen teacher coping capacity and institutional support. The Multi-Tiered System of Support for Teachers (MTSS-T) model presented will demonstrate interventions at three levels including universal, targeted, and intensive, and ensure that teacher wellness is integrated into both policy and practice.

This session contributes to global conversations on sustainable education systems by emphasizing that teacher mental health is not a peripheral concern but a prerequisite for educational stability and recovery. Attendees will gain insight into adaptable strategies for teacher care in high-stress environments and learn how investing in educator wellness enhances resilience across entire learning communities.

Aligned with INTED’s track on Professional Development of Teachers, this presentation advances a proactive, human-centered approach to crisis preparedness and educational continuity.

Keywords:

Teacher Mental Health, Resilience, Disaster Preparedness, Educational Recovery, Professional Development.